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Intelligence IR 234: Intelligence: Collection, Espionage, Analysis, Covert Action, Counterintelligence Professor Joe Wippl Course Dates: Fall, 2020 Office: 152 Bay State Road, #301 Course Time & Location: MW, 1010-1125 Email: [email protected] Course credits: 4 Office Hours MW 130-430 and by Appointment Course Description Countless books, movies and film series have portrayed and continue to portray the art and craft of intelligence, mainly as it pertains to espionage and covert action. Almost all popular culture falsely fictionalizes intelligence with portrayals of murder and mayhem. Yet, intelligence collection and analysis are incredibly interesting; they have a never-ending appeal to those seeking influence and adventure. What do intelligence agencies do and why? This course addresses these crucial questions. The objective of this course is to learn and to understand the responsibility of intelligence in the decision making process of policy makers across the world. It will also examine counterintelligence. The course focuses particularly on the United States, which has the most extensive intelligence gathering and analysis capabilities among democracies. While every country on earth has at least one intelligence agency, the United States has 16 separate intelligence agencies. Together, the U.S. intelligence community spends over 80 billion dollars a year. Since the Presidency of Lyndon Johnson, every American President has started each day with the President’s Daily Brief (PDB). The PDB is prepared in the main by the CIA based on broadly collected open and secret information. The course will familiarize students with the full range of activities undertaken by U.S. intelligence agencies to support the country’s foreign policy objectives, including intelligence gathering, analysis, covert action, and emerging challenges. In addition, the course will present the laws governing intelligence collection and covert action as well as ethical issues that may confront intelligence agencies and professionals. Course Hub Outcomes HUB CAPACITY: Philosophical, Aesthetic, and Historical Interpretation AREA: Historical Consciousness In this course, students will receive a broad outline of the history of intelligence and what intelligence does in the United States. Prior to the twentieth century, intelligence was a constant factor in war and diplomacy beginning with the ancients, through the Middle Ages and into the Modern Era. An example is the intelligence capabilities and interests of George 1 Washington. With the onset of the twentieth century, the beginnings of formalized structures of intelligence organizations were established in Great Britain and spread throughout the world. Students will learn how the concepts and practice of intelligence have changed over time. What does intelligence mean? What does the collection of intelligence mean? Where is intelligence collected? Why is there signal intelligence and why is there imagery intelligence? Why do countries engage in espionage and what actually is espionage? What is covert action and why have so many countries used covert action? What is meant by counterintelligence? How does it defend and protect the security of the citizenry? How and who analyzes all this information for the benefit of the policy maker in any state? Finally, why is it secret? Historical Consciousness Learning Outcomes • Students will create historical narratives, evaluate interpretations based on historical evidence, and construct historical arguments. Students will be exposed to multiple narratives on the practice of intelligence and will develop their own synthesis based on critical reading and analysis. • Students will demonstrate an ability to interpret primary source material (textual, visual, or aural) using a range of interpretive skills and situating the material in its historical and cultural context. Students will be exposed to a variety of primary source materials, including official US national security documents and discussions with former intelligence professionals. These materials will be discussed in the context of their times and places. In addition, the Presidential Daily Brief writing exercises will require students to digest and analyze a variety of primary and secondary source material. • Students will demonstrate knowledge of religious traditions, intellectual paradigms, forms of political organization, or socioeconomic forces, and how these have changed over time. U.S. intelligence law and practice has changed significantly over time, typically in response to crises or evolving societal values. Students will grapple directly with the reasons and options chosen at different points in time. HUB CAPACITY: Diversity, Civic Engagement, and Global Citizenship AREA: Ethical Reasoning Students will learn the legal and ethical obligations of citizens employed in security agencies, and how those vary across jurisdictions and time periods. The development of the American security agencies reflected the time and place in which they were organized. After World War II, a period of consensus on U.S. security policy emerged. Intelligence Agencies were formed according to the law and given vague authorities. The system functioned on the basis of a consensus embedded among government officials, politicians, and the press. This consensus broke down in the early 1970s because of abuses by the intelligence agencies and the emergence of a new generation of leadership. Students will learn how new understandings of 2 the ethical conduct of intelligence have resulted over time in the passage of laws formalizing the legal conduct of intelligence agencies. They will also learn that events influence the authorities of governments. For example, without a defined threat to American property and persons, intelligence agencies are more restricted than when there is a threat. The course addresses the ethical issue facing both institutions and individuals. Given the demands to government to protect the citizenry and the demands for unbiased analysis of situations and events to policy makers, the integrity of personnel in intelligence will remain paramount. Ethical Reasoning Learning Outcomes • Students will be able to identify, grapple with, and make a judgment about the ethical questions at stake in at least one major contemporary public debate, and engage in a civil discussion about it with those who hold views different from their own. The practice of intelligence is a constant exercise in ethical decision making. Students will discuss the ethical and practical considerations of a variety of key debates, including issues of privacy, distinctions between domestic and foreign espionage, unintended side effects of intelligence operations, and the role of secrecy in democratic societies, among others. • Students will demonstrate the skills and vocabulary needed to reflect on the ethical responsibilities that face individuals (or organizations, or societies or governments) as they grapple with issues affecting both the communities to which they belong and those identified as “other.” Students will discuss the ethics of intelligence with reference to different approaches, including utilitarianism, democratic accountability, and personal morality. They will apply notions of professional ethics both to domestic and foreign individuals, groups, and institutions. Course Learning Objectives By the end of this course, students will have achieved the following course learning outcomes: • Demonstrate knowledge of intelligence: including collection, analysis, covert action and counterintelligence. • Demonstrate knowledge of what the contribution of intelligence is to the making of policy by elected leaders and knowledge of the laws governing intelligence. • Demonstrate a sensitivity to the ethical dimensions of decisions made and implemented by intelligence agencies. • Demonstrate writing and analytical skills in short summary works and in oral briefings. Instructional Format, Course Pedagogy, & Approach to Learning 3 This is a lecture and discussion course organized around required weekly readings and the submission of weekly short current international affairs formatted similar to a U.S. Presidential Daily Brief. The purpose is to teach and sensitize students to the rhythm of international relations as it pertains to political, economic and security issues and problems. The study of intelligence in this context will prepare students to understand that international relations are not only relations between the U.S. and other nations but also between other nations. Students are expected to come prepared with the required readings, and participate in class discussions. Books and Other Course Materials Jock Haswell, Spies and Spymasters, Frome & London, Thames and Hudson, 1977. Stephen Knott, Secret and Sanctioned, New York, Oxford University Press, 1996. Britt L. Snider, The Agency and the Hill, Washington, DC, Center for the Study of Intelligence, 2008. Peter Oleson (ed), Guide to the Study of Intelligence, Falls Church, VA, Association of Former Intelligence Officers, 2016. Christopher Moran, Mark Stout, Ioanna Iordanou and Paul Maddrell (editors), Spy Chiefs, Volume I, Washington, D.C., Georgetown University Press. Benjamin Weiser, A Secret Life, The Polish Officer, His Covert Mission, and the Price He Paid to Save His country, New York, Public Affairs, 2004. Jack Devine, Good Hunting, New York, Farrar, Straus and Giroux, 2014. Sandy Grimes and Jeanne Vertefeuille, Circle of Treason, Annapolis, MD, Naval Institute Press, 2012. Mark Lowenthal,
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